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Common Core State Standards K-5 Mathematics

Common Core State Standards K-5 Mathematics. Presented by: Teresa Hardin Amanda Tyner. Review???. What do you remember???. Reading the Grade Lev. Sample Crosswalk. CAUTION!!!!. CONTENT APPEARING TO BE THE SAME MAY ACTUALLY BE DIFFERENT!! The CCSS Requires CLOSE Reading!!!.

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Common Core State Standards K-5 Mathematics

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  1. Common Core State StandardsK-5 Mathematics Presented by: Teresa Hardin Amanda Tyner

  2. Review??? What do you remember???

  3. Reading the Grade Lev

  4. Sample Crosswalk

  5. CAUTION!!!! CONTENT APPEARING TO BE THE SAME MAY ACTUALLY BE DIFFERENT!! The CCSS Requires CLOSE Reading!!!

  6. Instructional Support Tools Unpacked Content • A response, for each standard, to the question “What does this standard mean?” • The unpacked content is text that describes carefully and specifically what the standards mean a child will now, understand and be able to do and explains the different knowledge or skills that constitute that standard.

  7. Sample of Unpacking

  8. Operations and Algebraic Thinking K.OA • Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. • K.OA.3. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). • NOTE: Kindergarten students should see addition and subtraction equations, and student writing of equations in kindergarten is encouraged, but it is not required.

  9. “On and Off” • Let‘s work on the number 7. • Drop 7 counters over a piece of paper. • How many counters land on the paper? off the paper? • Record your work. • Repeat 12 times.

  10. On and Off

  11. On and Off

  12. Turn and Talk • Turn and Talk • What did you notice? • How many ways could you make 7? • Did some seem alike? different? • Did you always have 7 no matter how many were on or off?

  13. Suggested support For ELLs • Sentence frames • There are ___ counters on the paper. • There are ___ counters off the paper. English language proficiency level (expanding bridging) • ____counters landed on the paper. • ____ counters landed off the paper.

  14. 8 + 4 = [ ] + 5

  15. 8 + 4 = [ ] + 5

  16. 8 + 4 = [ ] + 5

  17. Operations and Algebraic Thinking K.OA • Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. • K.OA.1 Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. • NOTE: Kindergarten students should see addition and subtraction equations, and student writing of equations in kindergarten is encouraged, but it is not required.

  18. 5 – 3 = 2

  19. Operations and Algebraic Thinking 1.OA Work with addition and subtraction equations. • 1.OA.7 Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 –1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2. Think of 8 + 4 = __ + 5. Building on tasks like On and Off, students can think about how 3 + 4 = 5 + 2 or 5 + 2 = 6 + 1

  20. Number Balance

  21. Operations and Algebraic Thinking 2.OA Represent and solve problems involving addition and subtraction. • 2.OA.1. Use addition and subtraction within 100 to solve one-and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem

  22. Grade Two Students use context problems to learn about a variety of problem structures. • Sarah has 9 apples. Kitty gives her 4 more. How many does she have? 9 + 4=__ • Sarah has some apples. Kitty gives her 4more. Now she has 11 apples. How many did she have to begin with? __ + 4 = 11

  23. Grade Three • Understanding different problem structures moves students to multiplication and its relationship to division.

  24. There are 4 space ships. Each spaceship has 3 durdles (legs). There are 12 durdles all together. Write three riddles for this story with three different answers. Put an unknown in each position

  25. Fractions are a rich part of mathematics, but we tend to manipulate fractions by rote memorization rather than trying to make sense of the concepts and procedures.

  26. In a relay race, each runner runs ½ of a lap. If there are 4 team members how long is the race?

  27. Old Boxes • People are the next step • If people just swap out the old standards and put the new CCSS in the old boxes • Into old systems and procedures • Into the old relationships • Into old instructional materials formats • Into old assessment tools, • Then nothing will change, and perhaps nothing will. Phil Daro, NCCTM 2010

  28. Fractions

  29. Adding Fractions

  30. Multiplication of Fractions 2/3 x 4/5

  31. Multiplication of Fractions 2/3 x 4/5

  32. Multiplication of Fractions 2/3 x 4/5

  33. Division of Fractions 5 ÷⅓ = ?

  34. Division of Fractions 5 ÷⅓ = ?

  35. Division of Fractions 5 ÷⅓ = ?

  36. Time to Reflect

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